3.3 Comprehensive Collaborative Lesson Plan Page - Scenario/Collaborative Lesson Form

The mind mapping tool was made using Popplet
Dr. M. - unable to view your Popplet
Dr. M - I change the setting to public. I thought I had set it up for you already, my sincerely apology.

Collaborators: Marsha and Jordan
Dr. M.

Instructional Level: Advance 6 grade

Link to 3.2 Lesson Plan Deconstruction
Link to 4.24.2 Collaborative Lesson Plan
Scenario Page and Collaborative Planning Form Page (A.3.3 - Benchmark) - See Collaborative Planning Forms on the LS5443 Course Wiki.
Are we to design our own Collaborative Planning Form? Or can we use Iowa City's form then we fill in? I just copied and pasted below. I'm just experimenting if we could type in the doc here. That looks good to me. Let's just use this one.
Schedule: (I fixed the orientation of this schedule and now the calendar fits on one full page)
Your schedule is not detailed as far as when you will "meet." It also does not address O.D.4.1 when you will seek feedback on the lesson from the class.
Post your scenario here.

After a recent lesson on theme, Mrs. Alexander realized her students did not understand the historical context and cultural settings of stories. Mrs. Alexander, the sixth grade language art's teacher, approached Mrs. Helmuth, the librarian. Mrs. Alexander went to the librarian during her conference period on a Tuesday afternoon; she knew she needed help teaching the kids traditional elements in literature from various cultures. Because she does not have the resources in her classroom necessary to teach these objectives, she went to the library for the collaboration meeting. During this time the librarian and teacher were able to formulate a project and schedule time in the library. Because Mrs. Alexander is double blocked she knew instruction must be given during the library time but that the lesson could be extended during her next class. This project will be taught during the second semester, so after the teacher and librarian discussed the lesson, they knew students would be familiar with KWL charts, Venn diagrams, and basic research methods.
Good
First, students will find a traditional fairy tale. Then, students will find two other derivatives of that fairy tale from different cultures. These books and online resources have been preselected so that the students can save time. They will be able to choose from a variety of texts the librarian has provided. Because they collaborated in advance, the librarian was able to contact a few other schools to get more print resources. After students have chose a classic tale and their derivatives they will complete the following:
Students will be expected to complete their KWL chart over the three Fairy Tales. After they have completed the chart, they will need to complete the Venn Diagram. The librarian/teacher will model reading one fairy tale and beginning to complete the chart. After the modeling students will have time to read their short fairy tales and complete the charts. This will extend into Mrs. Alexander's second class, the setting will change but the lesson will be completed. On the second day, students will be shown how to cite their books using easybib.com. The librarian will demonstrate this with the fairy tale she read from the day before. Once students three sources are cited, they will be shown a series of Web 2.0 tools.
Will students be learning/reviewing notemaking skills?
They will need to: analyze the themes of the three fairy tales, analyze the setting and the impact it played on the story, and show any stylistic elements that the fairy tales contain. While they will create a Web 2.0 presentation, they will also need to complete their Venn Diagram and KWL chart. These can also be part of the final assessment.
The third day students will create a project using a Web 2.0 tool. They will continue to work on this on the fourth and fifth days. Because the library was unavailable on the fifth day, students completed their projects in the computer lab.
Once the brainstorming tools are complete, they will create a project using a web 2.0 tool.
Will these be linked to the classroom, library, or school Web site?

Strengths

The librarian was able to bring her knowledge of Web 2.0 tools to the teacher; she was also able to show the importance of citing information. This really helped the teacher who was unfamiliar with new programs. She traditionally used Power Point, so she was excited to teacher help the students use new technology. This also excited the students which made the process more meaningful and enjoyable.
The teacher was able to bring her knowledge of language arts content to the librarian. Because she is knowledgeable in her content and willing to try new tools, the students were able to be successful. She also had previously collaborated with the sixth grade Social Studies teacher, so she was able to use the cross cultural examples and support social studies TEKS. The teacher has a strong knowledge of curriculum to use with the 6th graders and be able to tie a few standards and apply them all in a unit.
Excellent

Administrator Informed

Because the teacher and librarian were so impressed with the students grasp on the content, the Web 2.0 tools, and their critical thinking skills they displayed, they invited the principal to come and view the final projects. He/She was so impressed by the amount of research and content gained, that he had a project chosen. The principal was able to demonstrate to other faculty members at the weekly meeting the value that collaborative planning and the positive impact it can have on students. The librarian would be willing provide the training for the teachers on how to use the Web 2.0, how to cite, Independent Investigation Method at their weekly meeting.
It is important to involve the administrator during the planning and implementation phases of the collaboration as well as the final assessment.
Please see the whole class feedback and the comment above about linking students' final products.

Schedule for completing 4.2

Complete the additional questions on the actual A.3.3 Rubric before you submit it.

Library Collaboration Form

Teacher Name: Jordan Alexander

Librarian Name: Marsha Helmuth

Planning

Reading Comprehension Strategy
Inference and Drawing Conclusions from different cultural, historical, and contemporary context.

Reading Development Level
6th Grade

Research-based Instructional Strategies
Independent Investigating Method - http://www.iimresearch.com
BRAVA! Yes, to using an inquiry process. However, on the lesson template the research-based instructional strategies refer to the work of Marzano, Pickering, and Pollock. Be sure to name one or more of these as well as integrate them into your lesson. (For example, you described identifying similarities and differences above.)
Lesson Length
5 sessions

Purpose
Students should be able to determine how the setting i.e. historical, cultural, or contemporary impacts the text.
Student should be able to show that they understood by describing in the text or ASL.

The purposes apply from Bloom's Taxonomy. http://ww2.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm
In what way(s)?

TEKS supported by this lesson: Excellent selection of standards
Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to:
(A) infer the implicit theme of a work of fiction, distinguishing theme from the topic;
(B) analyze the function of stylistic elements (e.g., magic helper, rule of three) in traditional and classical literature from various cultures; and
(C) compare and contrast the historical and cultural settings of two literary works.
AASL Standards supported by this lesson:
2.1 Skills 2.1.1 Continue an inquiry- based research process by applying critical- thinking skills (analysis, synthesis, evaluation, organization) to information and knowledge in order to construct new understandings, draw conclusions, and create new knowledge. 2.1.2 Organize knowledge so that it is useful. 2.1.3 Use strategies to draw conclusions from information and apply knowledge to curricular areas, real- world situations, and further investigations. 2.1.4 Use technology and other information tools to analyze and organize information.
Be sure that all of the standards are represented in the student learning objectives. (One objective may cover one, two, or more standards).
Expectations for Classroom Teacher:
The teacher should be helping to guide students in the learning process. The librarian and the teacher should be showing students how to create a project using a specific Web 2.0 tool. The teacher should be able to model how the Prezi project should be presented so the students will know what to expect out of this project as a final product.

Expectations for Library Media Specialist(s):
The librarian should be providing materials to help students through their projects. He/She should also be modeling for students how to cite and use new Web 2.0 tools. H/she will be providing a mini lesson prior to this project using new Web 2.0 focusing on Prezi and on how to cite their findings.

How will they coteach? When will they use think-alouds and for what purpose? Coteaching is a key element in this assignment. Who is responsible for assessment?

Attach a copy of the assignment given to the students, or describe the assignment in detail:
Link to KWL Chart: http://www.readwritethink.org/classroom-resources/printouts/chart-a-30226.html
Link to Venn Diagram: http://www.readwritethink.org/classroom-resources/student-interactives/venn-diagram-circles-a-30032.html
Link to Indepedent Investigating Method powerpoint: ttp://www.iimresearch.com

Final product required of the students:
Students will be creating a Prezi. They will be using the Prezi website, http://prezi.com/index/
Is part of your purpose to teach students a new Web 2.0 tool to add to their toolkits? What if they want to use another Web 2.0 tool?
Resources:
Students will need fairy tales from a variety of cultures.
They will also need access to computers with internet. They will be required to cite their books.
They will also need computers to complete their Prezi projects on.

Don't forget to provide the resources or a pathfinder tp meet the A.4.2 rubric resources criterion.

Teacher will need a visual media tool like smart board to provide a model of what they need to do for their project.
Teacher will model their own project using Prezi using computer with internet as well.
Why aren't the educators collaborating to create the project? Will students all be working individually or in pairs?

Librarians will provide the books about Fairy Tales for students to use with their project.
Librarians will need a visual tool like smart board to provide mini lesson on how to cite, to use Prezi and IIM.

Be careful. It sounds like you may be cooperating rather than collaborating.

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Library Media Evaluation Form (Educator Form)

Lesson Title:

Date(s):

TEKS Objectives:

1=poor; 2= below average; 3=average; 4=above average; 5=excels expectations
Variety of Print (electronic and print)	1 2 3 4 5
Materials are Current and in Working Condition	1 2 3 4 5
Materials were Appropriate for Lesson	1 2 3 4 5
Electronic Materials were Useful	1 2 3 4 5
Print Materials were Useful	1 2 3 4 5
Provided Materials were Academically and grade level appropriate	1 2 3 4 5
Accurate Amount of Print Resources for All Students	1 2 3 4 5
Accurate Amount of Electronic Resources for All Students	1 2 3 4 5

Comments: (If you marked a 1 or a 2, please explain.)

Questions:

Library Media Evaluation Form (Student Form)

Assignment:
Date(s):

1=poor; 2= below average; 3=average; 4=above average; 5=wow
Variety of Books, Magazines, etc… (electronic and print)	1 2 3 4 5
Materials are Current and in Working Condition	1 2 3 4 5
Materials Helped you with Your Work	1 2 3 4 5
Electronic Materials were Helpful (computers, etc…)	1 2 3 4 5
Print Materials were Helpful	1 2 3 4 5
Provided Materials were Easily Understood	1 2 3 4 5
You had the Materials you Needed (Electronic and Print)	1 2 3 4 5
The Library Helped you with the Assignment	1 2 3 4 5

Comments: (If you marked a 1 or a 2, please explain.)

Rubrics should be completed at the end of the assignment and returned to the teacher and librarian for evaluation.

5 Additional Points: AS A TEAM, make sure that answers to each of these components is described on your planning form wiki page AND answer these below as well (one point each):

1. Relevance to students’ lives (Why should students learn this? Why will they care? Because it’s in the standards does NOT make it relevant to students.): Students can tie this into their own individual cultures. I have found that students value learning about themselves and where they come from. I also think, that they will be able to use valuable web 2.0 tools which will help them in their academic careers. Students are always excited about new technology and with the advancement and variety of Web 2.0 tools, they will be highly engaged. The fairy tales books would be so much familiar for most of 6th graders so they will do a next level in their critical thinking skill by being able to explain the difference of the cultures. A warm up activity, challenge them what's the difference between two different things, like orange and apple, etc. Can you think of a "differences example" that is more closely related to the cultural aspect of this lesson? So they can develop a sense on the moral of the Fairy Tales stories.
2. Responsibilities for gathering or creating resources:I think it is the librarian's job to gather resources. Typically the teacher is coming to the librarian for help, so asking the teacher to gather resources is not always in the best interest of building a collaborative partnership. IF the teacher has the resources available, then it makes sense that he/she would provide them. The teacher's responsibility is to come up a lesson theme that ties with the standards and set up a collaboration meeting with the librarian. The librarian's responsibliy to provide support the teacher and students on how to use Web 2.0 and to cite their findings. I disagree. Shared responsibility for gathering resources can also be part of the collaborative relationship. What if the teacher finds a great Web site to support students' learning? The librarian has served as a classroom teacher. Isn't she responsible for making connections to standards, too?
3. Instructional responsibilities during implementation for each partner or joint responsibilities for both partners: A partner implemented by set up a wiki page and Popplet and support this project by adding more ideas to this project. The other partner implemented with ideas of the theme of this lesson plan and contributed her lot of knowledge in Language Arts.
   Technology tools integration (or explanation of why technology is not part of the lesson/unit): Prezi was embedded into our earlier presentation. It could connect into this lesson. If the librarian has time, she could create a Prezi to introduce the books. The librarian will use the Independent Investigation Method with the students as the research-based Instructional Strategies. IMPORTANT: See comment above.
4. Materials (consumables such as graphic organizers, notemaking tools, art supplies): The Librarian will provide Fairy Tales books. Not much of materials needed for this project because they will be done on the computer, they will use graphic organizers by using this website, http://www.readwritethink.org/classroom-resources/student-interactives/venn-diagram-circles-a-30032.html. When the students need to review on Independent Investigation Method, they can go online using this website, http://www.iimresearch.com.

If you are not creating your own graphic organizers you cannot earn full points for this criterion. Please see the A.4.2 rubric. Also, what about assessment? How will students self-assess? How will both educators assess student learning outcomes?

Copy and paste a collaborative planning form here.

Fill in the collaborative planning form here.

Lesson Plan Template Page (A.4.2 - Collaborative Lesson Plan)

Lesson Plan Template (A.4.2 - Collaborative Lesson Pan)

Follow this lesson plan template. Keep the template text in bold font. Add your information in regular font.

Works Cited:
AASL Standards for the 21st-Century Learner." American Library Association. N.p., n.d. Web. 04 Apr. 2013. http://www.ala.org/aasl/guidelinesandstandards/learningstandards/standards.

Collaboration. Iowa City Community School District Library Program. N.p. Web. 29 March 2013. <http://www.iowa-city.k12.ia.us/library/About/Collaboration.htm>

Collaborative Planning Guides. The Teacher Librarian's Teaching Tookit for Evidence-Based Practice. N.d., Web. 29, March 2013. <http://www.accessola.com/osla/toolkit/How/CollaborativePlanningGuide.html>
Moreillon, J. Collaborative strategies for teaching reading comprehension: Maximizing your impact. Chicago: ALA Editions, 2007.
Other possible pages:

IIM. Independent Investigating Method. N.p. Web. April 4 2013. <http://www.iimresearch.com>

Overbraugh, Richard & Schultz, Lynn. Old Dominino University. Bloom's Taxonomy. N.p. Web. April 4, 2013. <http://ww2.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm>